{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79703"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79703","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Influence of Group Discussions and Explicit Instruction on the Acquisition and Transfer of Argumentative Knowledge","abstract":"In a quasi-experiment presented in this study, students completed the same argument-related tasks, after receiving different instructional treatments. These tasks included an interview, designed to elicit students' awareness of argumentation criteria, a persuasive composition, and a recall of an argumentative text. The findings reveal the complexity of learning and transfer in the domain of argumentation. Students who engaged in discussions with or without explicit instruction provided well-articulated responses to the interview questions, showing a rather sophisticated understanding of argumentation functions and criteria. Overall student performance on the persuasive essay was positively affected only by participation in discussions. The recall of an argumentative text was insensitive to variations in treatment. It should be emphasized, though, that even when overall effects were not present, the oral and written productions of some students suggested benefits from discussions and explicit instruction in argumentation.","abstract_html":"In a quasi-experiment presented in this study, students completed the same argument-related tasks, after receiving different instructional treatments. These tasks included an interview, designed to elicit students' awareness of argumentation criteria, a persuasive composition, and a recall of an argumentative text. The findings reveal the complexity of learning and transfer in the domain of argumentation. Students who engaged in discussions with or without explicit instruction provided well-articulated responses to the interview questions, showing a rather sophisticated understanding of argumentation functions and criteria. Overall student performance on the persuasive essay was positively affected only by participation in discussions. The recall of an argumentative text was insensitive to variations in treatment. It should be emphasized, though, that even when overall effects were not present, the oral and written productions of some students suggested benefits from discussions and explicit instruction in argumentation.","abstract_has_math":false,"creators":["Reznitskya, Alina"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Anderson, Richard C."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:53:05Z","date_published":"2015-09-25T19:53:05Z","updated_at":"2026-07-22T22:26:12Z","subjects":["Education, Educational Psychology"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3070419"],"render_values":[{"text":"(MiAaPQ)AAI3070419","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79703","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Anderson, Richard C."]},{"key":"dc:creator","label":"Author","values":["Reznitskya, Alina"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:53:05Z","10000-01-01","2002"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Educational Psychology"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79703","(MiAaPQ)AAI3070419"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["In a quasi-experiment presented in this study, students completed the same argument-related tasks, after receiving different instructional treatments. 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